| dc.contributor.author | Guastaferro, Kate | |
| dc.contributor.author | Miller, Katy | |
| dc.contributor.author | Lutzkerb R., John | |
| dc.contributor.author | Whitaker, James Daniel | |
| dc.contributor.author | Shanley, Jenelle | |
| dc.contributor.author | Lai S, Betty | |
| dc.contributor.author | Kemner, Allison | |
| dc.date.accessioned | 2018-05-11T13:24:47Z | |
| dc.date.available | 2018-05-11T13:24:47Z | |
| dc.date.issued | 2017-12 | |
| dc.identifier.citation | Open Access funded by Colegio Oficial de Psicólogos de Madrid Under a Creative Commons license | en_US |
| dc.identifier.uri | https://doi.org/10.1016/j.psi.2017.03.001 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/1321 | |
| dc.description | Full Text | en_US |
| dc.description.abstract | A singular parent-support program is limited in its ability to address multiple child and family needs. One innovative solution is braiding, a process in which two evidence-based programs are systematically combined as a newly tailored, cohesive curriculum. In this paper we describe the systematic braiding of two parent-support curricula, Parents as Teachers® and SafeCare®. We highlight implementation challenges to inform future planning and braiding efforts. Based on qualitative data (n = 13), we discuss five lessons learned, including identifying a pedagogical approach and sustainability at the model- and site-level. Implications and future directions for braiding and implementation are also discussed. | en_US |
| dc.language.iso | en | en_US |
| dc.relation.ispartofseries | Volume 26, Issue 3;Pages 181-187 | |
| dc.title | Implementing a braided home-based parent-support curriculum: Lessons learned | en_US |
| dc.type | Article | en_US |
